TRABAJO DE ACADEMIC WRITING

CODE: 551016A_363
NARRATIVE ESSAY

ENTREGAR A:
MILLY MUOZ

PERTENECE A
JORGE ENRIQUE DIAZ MELO
1143343692

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

CEAD DUITAMA
2017
 CONCEPT

NARRATIVE ESSAY

The narrative essay can be used as an instrument to evaluate a student's cognitive skills, which
empowers him / her to organize and develop a written discursive narrative, based on perceptual
and conceptual scaffolding. This type of essays, are of short extension and they are referred to a
main subject, contres subtopic punctual at the most. At the same time, it must have a structure by
paragraphs (at most five), a style of its own and a formally cohesive and materially coherent
wording. The essays can be similar to the extra-class assignments, as well as the written tests applied
in class, with a predetermined duration. The practice of this type of essays, allows the students to
develop, with practice, the cognitive abilities to organize discursive narrations, as well as for a
possible satisfactory performance in the writing of reports or texts of greater extension and
complexity.
COMPONENTS OF NARRATIVE ESSAYS

Narrative essay based on a previous reading From significant eidetic or conceptual contents,
acquired or recognized from the reading of a small text, medium or long, it is possible to textually in a
structured way, a short narrative essay, by means of which express in a concise and consistent way:
an analysis, a synthesis and a personalized critique of such contents.

Quick and comprehensive reading First the text is selected and with the support of its title or subtitle,
the general topic is recognized. The first step to perform the analysis of a text, is to achieve an
overview, recognizing: the source, the author, the title, the subtitles, the type of explanatory or
bibliographical notes and the bibliography. Then they are located and read the synopsis before the
body of the text or presented at the end as conclusions. The next step is to recognize the paragraphs
and paragraphs (sets of paragraphs). The first two and the two final paragraphs are located and
read complete. Finally, the first lines and the final lines of each paragraph are read, from the
beginning to the end of the text, at the same time, which consider the ideas expressed in the
sentences and words in quotation marks or in bold. In order to easily recognize the location of some
key terms or expressions, when an eventual revision of what is examined in the text is made, the
strategy can be used with an "in situ" marking.
b) Analytical reading Based on an overview of the topics present in the previously analyzed text, a
detailed reading is carried out, either by taking a linear path from the beginning to the end, or by
performing a selective reading , from the paragraphs that were recognized as more relevant during
the previous review. This type of reading requires the reader active strategies such as: concentrate
the direction of attention, identify the terms that are novel, significant and conspicuous;
Mark them or point them out and from that create a glossary by means of which explicit definitions of
the selected terms are made in order to extend the lexical range on the topic in analysis. It is
particularly important to take additional written notes about the terms and world of the classroom
logic that are considered to be the most relevant. The fundamental strategy of an analytical reading
is that the reader assumes an active strategy; that is, make a mental dialogue with the author, posing
questions, questioning the validity of what was read and finally converting such questions into written
questions, which need to be answered and clarified. Only after that, it will be possible to clearly and
distinctly identify the general topic or topic and a series of subtopics or subtopics subordinated to the
first one.
Analysis and organization of ideas for the essay Once a series of thematic contents has been
acquired, either by a previous reading, a known topic or topic, or by a personal experience to be
narrated, or by previous studies , that have allowed a subject to assemble a perceptual and
conceptual scaffolding; We proceed to textualize a title that denote the topic or general topic. Then
brainstorm with subtopics or subtopics subordinated to the general theme. The latter are then
hierarchized and the three most relevant are selected. Based on this, the objective and goals to be
achieved during the textualization of the subject and the sub-themes are established. Finally you can
make a sketch with a "route plan", with each of the steps that will be followed to perform the short
narrative essay. 4. Structure of a short narrative essay. Title of the essay (Synthetic and striking
statement for a potential reader). Introductory paragraph
Base or explain the topic, general topic or argumentative conclusion. It is described very briefly, how
these will be developed in the following paragraphs. Finally, a transition expression is made to the
next paragraph.
First paragraph of support: Retakes the first sub-topic, described in the introductory paragraph and
explained in more detail. You can provide examples or references through bibliographic citations. A
transition expression is made for the next paragraph. Second support paragraph: Retake the second
sub-topic, described in the introductory paragraph and explained in more detail. You can provide
examples or references through appointments
Bibliographic a transition expression is made for the next paragraph. Third paragraph of support:
Retake the third sub-theme, described in the introductory paragraph and explained in more detail.
You can provide examples or references through bibliographic citations. A transition expression is
made for the next paragraph. Final paragraph or summary and conclusion: A synopsis or synthesis of
the subject and sub-topics previously explained is made. Finally, in the same paragraph, the
conclusion is made, which means making a personal and critical contribution on the topic, general
topic or argumentative conclusion that had been presented in the introductory paragraph and
explained in the supporting paragraphs. Bibliographic sources referred to in the citations, in a
standard format such as the APA. a) The introductory paragraph The opening paragraph establishes
the style of writing to be developed. The style is the personal imprint with which phrases, sentences,
paragraphs and paragraphs are organized and allows to distinguish one author from another
through their writing features. In this paragraph, the general topic or demonstrable hypothesis is
introduced by means of argumentation. This allows establishing from the beginning, the "route plan",
postulating a priori, the conclusion on which it will be argued, that is, an argumentative or
argumentable conclusion. By means of the initial paragraph it is possible to draw attention to the
receiver or reader and with that he / she feels motivated to follow up the rest of the argumentation
to be developed in the essay. It is preferable to write in an active voice, avoiding passive, progressive
or subjunctive. A key element to account for a discursive coherence is the use of verb tenses in a
concordant manner. From the beginning, it must be decided whether the narrative will be made in
the first or third person singular. However, if it is intended to make a descriptive narrative, it is
appropriate to write in the third person, not write in the first person. This allows to offer the receiver or
reader an argumentation line with a pretension of validity and objectivity on the part of the writer or
issuer. A good practice is to vary the sentence patterns and use synonyms that enrich the lexicon of
the narrative, in order to avoid a monotonous and repetitive style of writing. Within the introductory
paragraph, the supporting ideas or elements of judgment are also outlined, which serves as
explanatory support for the general topic or argumentative conclusion. A useful strategy is to carry
out in advance, a
brainstorm of support for the topic or general topic, and select at most three, which are considered
the most relevant or significant, to be explained eventually and satisfactorily in the paragraphs of
support. In order to define the style and narrative approach of the essay, a good practice is to write
several introductory paragraphs and compare them, to select the one that is considered to organize
the World of Logic in the classroom and communicate better the idea or general topic. b) Support
Paragraphs At the beginning of each paragraph, expressions that establish a transition relationship
are needed from the paragraph

previous. Typically these transitions are facilitated by discursive connectors, such as adverbial
locutions, prepositions or conjunctions. This transition allows to establish each sub-theme that serves as
an element of judgment to explain the general theme or argumentative conclusion presented in the
first paragraph. Explain, means to answer the question Why what? Then, each sub-theme must be
involved or semantically subsumed within the explanation of the general theme or argumentative
conclusion. In turn, each subtopic enunciated needs to be explained in the paragraph of support
that corresponds to it, which allows to establish a type of arboreal explanation (semantic tree) of the
argumentative conclusion initially exposed. This type of discursive explanations, which provide
elements of judgment on the subject or sub-theme, should be fluid, both within each paragraph of
support, and in the transition from one paragraph to another. In the same way as in the initial
paragraph, it is preferable to write in an active voice, avoiding passive or subjunctive; and taking into
account: the agreement of the verb tenses, writing in the third person, the variation of sentence
patterns and the use of synonyms that enrich the lexicon of the narrative. In the context of the
discursive explanation of each sub-topic in the corresponding support paragraph, in order to give
material support to what has been done; It is necessary to give examples or make bibliographical
references referring to the final bibliography in a standard format such as the APA. As for the aspects
of the writing, one way to get out of the discursive monotony, is to alternate the typical structure of
the sentences (subject / verb / direct object). It is pertinent to take care of the syntactic categories
involved, avoiding the repetition of pronouns, particularly personal pronouns, which are the ones
designated by grammatical persons: first, second, third; that from the syntactic point of view
 they function as nouns and from the semantic point of view they designate
only grammatical persons. They are not descriptive and their significance is
occasional. One of the abuses of these pronouns is the one called: "losmo",
"lasmo", "lesmo", that is, with the use of the pronouns: lo, la and le. The use
but not the abuse of relative pronouns should also be considered: who,
what, what, how much. They are typically used to spin a speech and can
function as nouns, as adjectives or as adverbs.
EXAMPLE OF NARRATIVE ESSAY

Shore fishing

The satisfaction that is felt when taking out the full network is really gratifying, but not always the shore
is so generous. My old man and I had been working since the previous afternoon repairing the
tarrayas, preparing the threads, filing the knives and leaving everything in order for fishing at dawn.
We had the positivism that characterized us at the time of fishing, however the results we would find
would never pass through our minds.

The hope of a good fishing was fed with seeing that the sea was limp and the movement in the
water was seen by the sardines and the jareas. This type of fish usually attracts the largest fish that is in
search of its prey, which increased our motivation. So we launched the first network, the largest, with
the illusion of obtaining from the shore what we had gone to look for, the most enormous fish that it
could give us.

Again and again we launched the network with a lot of desire, but our illusion was obscured when
we saw that it was empty. - Bring me the sardine! - My father shouted frustrated. The sardinera is a
lighter tarya and of small holes that is used to fish the sardine and other small fish, that can be eaten,
but they are usually used as bait. This network did not fail; a single roll pulled out enough sardines to fill
one of the buckets halfway. Although it was not the sardine we went looking for, now we had fresh
bait that we could use in the hooks.

Pinching the bait still alive on the hooks, we threw several threads in the hope of pulling some heavy
animal, but to no avail. The big weights, simply, were not on that shore. We had to decide whether to
bring
sardines to the house or climb up the river upstream and look for what
we wanted. The river was quite close so we decided to take the path
that, although it would make us return more exhausted, gave us the
possibility of grabbing some of the fat beauties of the sea. We started
the march with good bait, the right equipment and the idea that the
fish that climbed the river when the tide was high, still had not gone
out to sea. This would be our great opportunity. Our idea did not fail
and the opportunity was there. From the bank of the river we throw the
threads with which we catch horse mackerel, robalos and enormous
tarpons. They detected the sardine, weak and wounded by the hook
being trapped in it when biting. We could already imagine the smell of
broth, the sound of oil frying fish and bananas; and the family
gathered eating and telling stories. It was a hard, long and heavy
road, but the reward of seeing many happy faces when we got home
made us forget it. The fishing leaves cuts, punctures, pain, fatigue and
perhaps even a swollen and infected finger, plus the satisfaction of a
family dinner and tell the anecdotes that a day of fishing gives you,
make it worthwhile. The seashore does not always have what we are
looking for, but we always seek to obtain what we want, whether on
one shore or another.
REFERENCES

Coll-Vinent, R. (1984). Redaccin y estilo. Barcelona: Bibliograf.

Daz Barriga Arceo, F; G. Hernndez R. (1998). Estrategias docentes para un aprendizaje significativo:
una interpretacin constructivista. Mxico: McGraw-Hill.

Diestler, S. (1994). Becoming a Critical Thinker; a user-friendly manual. New Jersey: Prentice Hall.

Elejalde, A. (1998). Discurso literario y discurso acadmico [En lnea]. Lima. Disponible en:
http://macareo.pucp.edu.pe/~elejalde/ensayo/dlitdacad.html

Grdenfors, P. (2001). Concept learning: a geometrical model. En Congreso de la Sociedad

Aristotlica, 5 de febrero de 2001. Londres: Senate House de la Universidad de Londres.

Gonzlez, R. (2005). Estrategia y tcnicas de estudio. Cmo aprender a estudiar estratgicamente.

Madrid: Pearson Educacin.

Grice, H. (1975). Logic and conversation. En: Cole, P. & J. Morgan (ed.) Syntax and Semantics 3:
Speech Acts. Captulo 2. 2640. New York: Academic Press

Klinger, C.; Vadilio, G. (2000). Psicologa Cognitiva: estrategias en la prctica docente. Mxico:
McGraw-Hill.